1. Numeracy Evening

2. Numbers and Adding
Reception

3. Numbers Recognising numbers
Cardinality of numbers – how many in a set.
One to one correspondence – items can be counted in any order but only one number for each item and that number refers to all the items that have been counted so far.
Comparison – which number is bigger/smaller.
Composition of numbers – how do we make a number e.g. three is made up of one and two.

4. Visual Aids
Children need lots of visual aids to secure numbers and their meaning. In school for example we use:
Unifix cubes
Teddy bears
Number lines
Counting songs with pictures e.g. Five currant buns.

5. Unifix Cubes and Teddy Bears
We use these to help children to visualise numbers and sums.

6. Addition in Reception We introduce the mathematical vocabulary
add, plus, total, sum.
We begin to develop a range of strategies such as:
Adding two visual sets
Using fingers, cubes or bears
Number lines

7. How many bears will we have if we add both sets together?
Adding Two Visual Sets
There are four bears in this set
There are two bears in this set
How many bears will we have if we add both sets together?
There are six bears so we know that
4 + 2 = 6

8. Number Bonds
We begin to teach number bonds or number facts within 5. For example:
1 + 4 = 5
2 + 3 = 5

9. Addition
Year 1 and 2

10. Adding Joining two or more groups together.
Using cubes or objects we make two groups and then count how many altogether.
4 + 2 =

11. Counting On 6 + 3 = Put 6 in your head and count on 3.
It is easier to start with the largest number.
Numbers can be added in any order.
Check that the number gets bigger.

12. To learn Number bonds to 10 5 + 5 = 10, 4 + 6 = 10 Number bonds to 20
= 20, = 20

13. Adding 10
Adding 10 to any number is very important as it helps children when they are adding larger numbers.
Place value is also very important as they will be using this a lot when adding larger numbers. Children need to know the value of each digit.

14. TU TU =
= 30
3 + 4 = 7
= 37

15. TU TU =
= 33
= 37

16. When they are confident with adding two digit numbers we add 3 and 4 digit numbers using the same method.

17. Addition Vocabulary
Add
More than
Total
Altogether
Plus
Sum

18. Subtraction
Reception

19. Subtraction in Reception
We introduce the mathematical vocabulary
take away, subtract, difference between.
We use visual aids as with addition
We use the idea of ‘what is left?’
We use lots of counting songs e.g. five little speckled frogs and five little men in a flying saucer

20. Counting Songs
We sing five little speckled frogs regularly, to help give the song meaning we use visual aids on the IWB as well as our fingers.
Children like singing them and they are learning at the same time!

21. Where do we start?
We begin by taking away one, then two and move up from here.
We use problems and real life stories to help children to visualise what it means to subtract.

22. Problems/Stories If we had a calculation: 5 – 2 = ?
We might say “If I had 5 bears and gave two of them to my friend, how many bears would I have left?”
We would begin by counting out 5 bears
Then we would take away the two bears to give to a friend.
We would be left with 3 bears so 3 is the answer to our problem.

23. Problems/Stories
Another way we might give the same problem is to say “I have 3 bears but I need 5 bears, how many more do I need?”
This would be worked out in the same way, it is important that children are made aware of these different approaches and are clear that they mean the same thing.

24. Subtraction
Year 1 and 2

25. Taking Away Using objects and taking objects away. 5 - 2 =
We count how many are left.

26. Counting back 6 – 2 = Put 6 in our heads and count back 2
Use a number line.
Check that the number gets smaller.

27. Difference What is the difference between 10 and 6?
Put the larger number first and count back =
Or put 6 in your head and count on till you get back to 10.
If the numbers are close to each other 18 and 21 we can count on. 19, 20, 21. The difference is 3.

28. Subtracting 10
Subtracting 10 is very important as it helps children when they are subtracting larger numbers.
23 – 10 = 13

29. TU TU =
23 – 10 =13
13 – 2 = 11

30. Subtraction Vocabulary
Take away
Minus
Difference
Count back
How many are left?

31. Inverse Children to know that subtraction is the inverse of addition.
6 + 4 = – 4 = 6
12 – 3 = = 12
Children to use this method to check their work.

32. Multiplication Year 1 and 2

33. Times tables. In Year 1 children learn to count in 2s, 5s and 10s
2,4,6,8,10,12,14,16,18,20
At the end of Year 1 and in Year 2 they learn the 2, 5 and 10 times tables.
1 x 2 = 2
2 x 2 = 4
3 x 2 = 6

34. 3 x 5 = Repeated addition 5 + 5 + 5 = 15
3 lots of 5 is or 3 groups of 5 is
Repeated addition
= 15

35. 4 x 2 =
4 lots of 2 is
= 8
Repeated addition

36. Multiplication Vocabulary
Multiply
Multiplied
Times
Lots of
Groups of
Repeated addition

37. Division Year 1 and 2

38. Division – Sharing 10 ÷ 5 = 10 sweets shared between 5 people
10 ÷ 5 = 2

39. Grouping/Problem Solving
10 ÷ 5 =
Word Problem
There are ten children and they need to be put into teams of five. How many teams will there be?
We could solve this problem using counters.
Team 1
Team 2

40. Division as Repeated Subtraction
10 ÷ 2 =
10 – 2 – 2 – 2 – 2 – 2 = 0
Count how many 2s you take away.
10 ÷ 2 = 5

41. Checking your Work 10 ÷ 5 = 2 2 x 5 = 10
Check their division by multiplying.
Multiplication is the inverse of division.
10 ÷ 5 = 2
2 x 5 = 10

42. Division Vocabulary
Divide
Share
Group
Repeated subtraction

43. Shape, Space and Measure

44. Name the shapes 2D shapes circle triangle rectangle square pentagon
hexagon
Name the shapes

45. How many sides does it have? What can you say about the sides?
Describing 2D shapes
How many sides does it have?
How many corners?
What can you say about the sides?

46. Name the shapes
cylinder
cube
sphere
cuboid
cone
pyramid

47. At home find real life shapes

48. How many edges does it have? What are the shape of the faces?
Describing 3D shapes
How many edges does it have?
How many corners?
How many faces?
What are the shape of the faces?

49. Tall
Short

50. Tall? or
Short

51. We measure using units of length.
These can be non-standard units………..

52. ……..…or standard units. Millimetres (mm) Centimetres (cm) Metres (m)
Kilometres (km)

53. Comparing units of length
10mm =
1cm
100cm = 1m

54. Which is heavier?
Feather
Pencil

55. Which is lighter?
Sea Shell
Book

56. Converting g into kg
1000 grams = 1 kilogram
How many grams in 2 kg?

57. How much does the box weigh?

58. full or
empty?

59. Converting ml into l
1000 millilitres = 1 litre

60. By the end of Year 2 children should be able to read
Telling the Time
By the end of Year 2 children should be able to read
O’clock
Half past
Quarter past
Quarter to

61. Useful websites http://www.ictgames.com/partition.html